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ERIC Number: ED318645
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 25
Abstractor: N/A
Reference Count: N/A
Importing Educational Doctrines: A New Zealand Case Study.
Moss, Logan
Both educational policy and philosophy in New Zealand have been heavily influenced by the ideas and practices of other countries, particularly those of the United States. The U.S. idea of social efficiency, which became a central concern of New Zealand's educational policy makers in the 1920s, holds a prominent place in the history of education in New Zealand. An examination of government policies on education of the 1920s and the experiences of those closely associated with their implementation shows weaknesses in the traditional view of New Zealand's educational development. Historians generally hold that after a strong focus on social efficiency in the 1920s, educational policy-makers markedly shifted in the 1930s to egalitarian concerns. However, during the 1920s and the 1930s, it appeared that social efficiency was held up to New Zealand students of education as an important educational aim. Thus the view that the policies of the 1930s led to significant changes in the educational practices of schools should be met with extreme caution. More historical research needs to be devoted to reconstructing the experiences and understanding of New Zealand teachers rather than the familiar discussions of state policy. This document includes a 35-item bibliography. (DB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Historical Materials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand